Commentary by Terry Anderson on Littlejohn, A. (2003) Reusing Online Resources, Chapter 17: A Comparison of Issues in Reuse of Resources in Schools and Colleges, by Allison Littlejohn, Insung Jung and Liz Broumley

Terry Anderson

doi:10.5334/2003-1-reuse-22

Abstract

Abstract: There is much to be learned from the study of real applications of learning objects in authentic use and development applications. These chapter reviews two such studies and in the process helps to identify factors that will likely both exacerbate and promote re-usable learning object adoption. The framework provided is useful for reminding us that education is multi-faceted and multi-staged and that learning objects need to be integrated within culturally defined learning sequences. Thus, diverse needs often warp around instruction, support, assessment, and encouragement and each can be critical to effective use and integration. Editors: Allison Littlejohn and Simon Buckingham Shum.

Highlights

The article presents the results of two geographically and educational diverse case studies that focus on adoption and use of learning objects
The second case study focuses on the experiences of tutors developing and delivering educational modules for a new distributed postsecondary network located in Northern Scotland
As in any good multiple case study the authors help us to compare and contrast the two cases through a table that builds on the four categories introduced by Campbell (Chapter 3 in the text) of cultural, educational interoperability and technological

Summary

Introduction

The article presents the results of two geographically and educational diverse case studies that focus on adoption and use of learning objects. As in any good multiple case study the authors help us to compare and contrast the two cases through a table that builds on the four categories introduced by Campbell (Chapter 3 in the text) of cultural, educational interoperability and technological. The Scottish tutors, like most higher education teachers, are individually developing and delivering their own localized curricula.

Results

Conclusion